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Author: David A. Turner
Comparative Education: A Field in Discussion is a personal reflection on the field of comparative education from the perspective of one scholar who has been active in the field since the 1980s. In the 1960s and 1970s many scholars attempted to develop a science of comparative education, and those diverse efforts formed the backdrop to the study of comparative education in the 1980s. In this volume, the author, who was originally educated as a physical scientist, draws upon those earlier attempts, at the same time introducing new insights from the complexity of science and systems theory.

David Turner argues that these new insights should lead us away from a positivist vision of science, largely based on nineteenth century ideas of scientific method, and challenge us to accept that concepts are fluid, change over time, and are frequently contested. Nonetheless, those same concepts are essential to the way that we think of ourselves, our environment and the institutions that we inhabit.

Caught between the generalisations that our concepts force on us, and our wish to capture the specificity of each personal history, the activity that we engage in is comparative education.
Author: Peter Roberts
This book provides a distinctive perspective on some of the ways in which performativity, as an expression of neoliberal and managerialist thinking, ‘works’ in specific policy contexts. It pays particular attention to higher education and considers how the logic of performativity reconfigures our sense of what it means to engage in worthwhile research, what it means to be ‘well’, and, ultimately, what it means to be human.

Philosophy of education, conceived not just as a domain of scholarly activity but as a way of life, rubs against the grain of performativity. In a performance-driven world, efficiency, measurability and predictability are all important. A philosophical life in education is often unpredictable, uncertain and ‘inefficient’; it creates a kind of intellectual restlessness that can never be fully satisfied.

Performativity, Politics and Education: From Policy to Philosophy suggests that the current obsession with productivity, performance and prosperity is misguided. It argues that policies and practices underpinned by the principle of performativity are dehumanising and offers an alternative approach: an orientation to education grounded in a philosophy of hope and underpinned by a commitment to collegiality, constructive critique and ongoing dialogue.
Ideas and Practices from the U.S.A., India, Russia, and China
This book examines the interplay between education and society in the 20th and early 21st centuries and addresses philosophical views and educational aims with their associated values for community-based learning in the U.S.A., India, Russia, and China. The philosophical background of community-based learning in these countries relies both on national philosophical traditions and on reformist ideas in international schools of thought—over time opposition to certain international pedagogical ideas surfaced in these countries.

The authors offer a comprehensive picture of community-based learning in education and demonstrate how teachers can make learning more functional and holistic so that students can work in new situations within their complex worlds. School-specific descriptions reveal how teachers and students implemented community-based projects at different times.
Author: Peter McLaren
This collection of essays incorporates some of the most important and longstanding foundational texts in education developed by the leading educational neo-Gramscian social theorist Peter McLaren. The volume provides a much necessary framework for understanding more precisely not only the historical and philosophical foundations for McLaren’s ideas, but even more importantly, it unpacks a clear understanding of the dynamics of ideological production framing the epistemicidal nature of capitalist schools.

The chapters provide state of the art approaches grounded in both Marxist social theory and ‘post-critical’ sensibilities. They show the unique opportunities provided by critical theoretical approaches towards revolutionary pedagogies which are crucial to address the current challenges one is facing locally, nationally, and internationally.

"Critical Theory: Rituals, Pedagogies and Resistance speaks to the current challenges we face as humanity, not only situating them historically, but also securitizing the role that our educational institutions, curriculum matrixes and teacher education programs have played in such social havoc. It provides crucial insights, not only to help a better understanding of the accomplishments produced by the critical educational and curriculum river in the struggle against the educational and curriculum epistemicide, but also to help explore alternative ways responsive to the world’s endless epistemological difference and diversity. While the future of our field needs to go beyond Peter McLaren’s intellectual thesaurus, it cannot certainly avoid going through him. The itinerant curriculum theory – and the ICTheorists – are conscious about that." – João M. Paraskeva, Professor of Educational Leadership and Policy Studies, University of Strathclyde